Blog Articles

Last Word: Virginia and I

Professor Virginia Crosby

pcm-fall2016text39_page_33_image_0001A long, long time ago—way back when Facebook was young—Virginia and I discussed the possibility of becoming “friends” in that newfangled way.

I was ambivalent about this new style of virtual, public, quote-unquote friendship, but I thought she might be eager for the novelty, given that she was the most curious, modern 90-something person who ever lived.

I mean, Virginia’s entire life—for nearly 10 decades—was a testament to the power of humans to evolve.

Think about it: Here’s a girl born, in Oklahoma, before American women have the right to vote. In the 1930s, she lives in Germany, where she joins a dance troupe. After World War II, she lives in Chicago, where she writes radio soap operas. She becomes a professor of French at Pomona College, then a high-ranking college administrator. She raises two kids.

And that’s just the beginning.

After her husband dies, in her so-called retirement, she moves to Paris, alone. She writes novels. She is an early adopter of the Kindle and, when it became trendy in Paris, of boxed wine. She takes Pilates classes before most Americans have ever heard of Pilates.

Thoroughly modern Virginie. Wouldn’t she want to join Facebook?

Non, non et absolument pas.

“I am still unbending in regard to Facebook,” she replied in an email. “Darn it, for me friendship is private and personal—as with lovers, not that that question is an issue at the moment.”

Friendship—the private and personal kind—was Virginia’s gift to me, to many of us in this room, one of the greatest gifts of my lifetime.

When I met her, in 1971, I would never have dreamed that one day I’d call her my friend. Or call her Virginia.

She was Madame Crosby, my middle-age French professor—regal, demanding, with a demeanor as efficient as her matronly bun. In her presence, I always felt I was slouching.

I struggled to make it on time to her 8 a.m. French 51 class. The only things I could say with confidence were “Pardon” and “Répétez, s’il vous plaît.”

Non, pardon, Madame, I have not read that excerpt from “Huis Clos.”

I gave Madame Crosby no reason to think I was a student worth her time, but in my junior year, I signed up for a semester in France. She was my advisor.

As part of my semester abroad schoolwork, I had to keep a journal, in French. It was a black book with unlined pages in which I recorded exciting moments like, “Je suis allée au musée.”

Then the semester ended. Rather than take my prepaid flight home, I decided to stay in France for the summer. But there was a problem.

I had no money. No. Money. And so began a series of adventures that included taking a job on a yacht as a cook for three Frenchmen who, as it turned out, had a very loose translation of “cook.”

Through that summer, I was broke, scared, confused, hungry, elated—and I wrote it all down in my little black journal, which, at the beginning of the new school year, I dutifully brought to Madame Crosby.

I warned her that some of it was very personal, that she might not want to read it all.

A few days later, she summoned me to her office. I don’t remember exactly what she said, but she had read it all. In her crisp way, she let me know she wanted to make sure I was OK.

It was a breakthrough moment in my life. For the first time, a professor at Pomona College made me feel noticed and cared for, and that was the beginning of my friendship with Virginia, the beginning of our long conversation.

As you all know, Virginia gave great conversation. It ranged from just the right amount of tart gossip to books (she loved haute literature and trashy mysteries) to politics (Go Democrats) to the meaning of life.

Once, as I was thinking about all the discoveries and inventions she’d lived through—from the electric refrigerator to the Internet—I asked her what she thought the next great frontier would be.

“The brain,” she promptly said. Until we understand the brain, she believed, we won’t understand anything.

As the years wore on, we talked a lot about aging. She didn’t like it. But she faced it with her bracing humor and candor.

One day while I was in her Paris apartment, a young workman was fixing something in the garden out back. He was sweating, no shirt. She watched him. She sighed. Oh, she said, how she missed the days when she didn’t feel invisible to young men.

Virginia maintained close relationships with a number of former students. They adored her; she thrived on them. My brother Chris, who lived near her in Paris, became one of her dearest friends.

I did have to point out to her, however, that in at least one of her novels, the students were vile, conniving creatures. As I recall, she killed off at least one.

Purely a plot device, she assured me.

My classmate, Talitha Arnold, captures part of what endeared Virginia to her students like this: “What she offered us was so much more than French. But through French, she opened a whole world of culture, history and travel that I’d only had a glimpse of as a public school kid from a junior high teacher’s family in Arizona.”

Virginia also gave us a vision of how a woman might live a forceful, independent, fruitful life well into old age. For women my age, she was a role model before we knew the words “role model.”

Yet Virginia fretted that she had led a selfish life. She said that to me more than once. She worried that she hadn’t done much for others, hadn’t sacrificed sufficiently. I assured her that she had done something life-changing for many of us:

She gave us her friendship.

Through her friendship—personal, private friendship—she helped us see more clearly. She inspired, excited, encouraged us, laughed heartily at our jokes. She made us feel valued, seen. She made us more real to ourselves.

Virginia loved attention—“I’m a performer” she once said when I asked her the key to her resilience—but unlike many people who love attention, she also gave it, whole-heartedly. She was curious to the point of hungry. How are you? How’s your family? Are you happy?

She often asked me that—are you happy?—and then we’d have a long discussion on the nature of happiness.

This spring, I was among the many people who paraded to her bedside to say thank you and goodbye. I asked her how she felt about all the well-wishers.

“It’s fine,” she whispered, “as long as they can express sentiment without being sentimental.”

To her, sentimentality seemed like a form of sloppiness, but the truth is, she could be very generous in expressing her feelings—her love, her encouragement—though often with an apology attached: “I fear I’m becoming sentimental in my old age.”

Good, Virginia, good. Go for it.

A final thought.

One day this April, when she was mostly confined to bed, she said something in French as I walked out the door.

Damn, I thought. My French still sucks. I have no idea what she said.

I leaned over her bed. Répétez, s’il vous plaît?

She hoisted an imaginary wine glass and in a raspy voice said, “Vogue la galère!”

Those were the words, she said, that she wanted to “go out” on.

When I got home, I looked it up. It has various definitions. Here’s the one from Merriam-Webster:

Vogue la galere: Let the galley be kept rowing; keep on, whatever may happen.

For almost 100 years, that was Virginia, keeping on whatever happened, encouraging the people who loved her to do the same.

Vogue la galère, ma chère amie.

This is the text of a eulogy delivered by Mary Schmich ’75 at a memorial service for Professor Emerita of French Virginia Crosby. Schmich is a columnist for the Chicago Tribune.

It’s Lonely at the Top

Number 1

There’s no modest way to say it. According to Forbes magazine, Pomona College is now #1 among all colleges and universities in the country.

Really.

When Forbes released its “America’s Top Colleges 2015” issue earlier this year, to the surprise of many across the country and the delight of Sagehens everywhere, Pomona topped a distinguished list that went on to include #2 Williams, #3 Stanford, #4 Princeton, #5 Yale and a lot of other amazing institutions. (Harvard is in there somewhere.)

Forbes explains that their rankings differ from other college rankings, in part, due to their emphasis on outcomes, including amounts of student debt, graduation rates and measures of student satisfaction and career success.

“While the cost of U.S. higher education escalates, there’s a genuine silver lining in play,” explains Forbes. “A growing number of colleges and universities are now focusing on student-consumer value over marketing prestige, making this a new age of return-on-investment education.”

Of course, we all know ratings are overrated. Then again, what’s wrong with a few hard-earned bragging points?

Certified Platinum

Millikan Laboratory lit up at night

The newly rebuilt Millikan Laboratory and Andrew Science Hall have been certified LEED Platinum, the highest rating for building sustainability standards, joining nine other Pomona College buildings that have achieved LEED (Leadership in Energy & Environmental Design) status. As Pomona’s first LEED Platinum science/laboratory building, the complex joins just four other science buildings with that rating in all of Southern California.

“Obtaining a LEED Platinum rating is much more difficult in a science building because of the specialized systems required by laboratory facilities,” says Robert Robinson, assistant vice president of facilities and campus services. Millikan’s numerous green features encompass landscaping, lighting, materials and alternative energy.

Here’s the full list of LEED certified buildings on the Pomona College campus today:

LEED platinum seal

 

PLATINUM
Millikan Laboratory and Andrew Science Hall, 2015
Pomona Residence Hall, 2011
Sontag Residence Hall, 2011

 

LEED gold sealGOLD
Studio Art Hall, 2015
Grounds I, 2013
Grounds II, 2013
Grounds III, 2013
Edmunds Hall, 2007
Lincoln Hall, 2007

LEED silver seal

 


SILVER
Richard C. Seaver Biology, 2006

 

 

(In addition, the South Campus Parking Structure (2011) was built to LEED Gold+ standards even though parking structures do not qualify for certification.)

Supreme Court Justice Sonya Sotomayor

Supreme Court Justice Sonya Sotomayor speaking at BridgesIf you’re comparing yourself to others, you’re often going to find yourself short on something, especially if they have a background that’s different from your own. … Don’t measure yourself against others. Measure yourself against you. How much have you done to get where you are? And take pride in that, because that adds to the richness of your university and the place that you’re in.

—Supreme Court Justice Sonya Sotomayor during a visit to campus in October

Project #50

Rebecca McGrew portraitFor nearly 20 years, the Pomona College Museum of Art has been home to a series of exhibitions designed to turn a spotlight on emerging and underrepresented artists from Southern California. After 49 exhibits in what became known as the Project Series, senior curator Rebecca McGrew ’85 decided to take it up a notch for Project #50 by showcasing seven artists in concurrent solo exhibitions in “R.S.V.P Los Angeles,” which will be open through Dec. 19. “I envisioned collaborating directly with the artists who themselves were engaging with the contemporary cultural moment through a rich, boundary-blurring dialogue of art, culture, history, social issues, politics, music, science and more,” says McGrew on how the Project Series was conceived in 1999. Many of the artists who have been featured in the series have gone on to major national recognition.

Critical Inquiries

Collage of Critical Inquiry course titles

Manners for the 21st Century

Etiquette sitting on a plate and silverware arrangement

Emily Post’s Etiquette By Peggy Post, Anna Post, Lizzie Post and Daniel Post Senning ’99 William Morrow, 2011 736 pages • $39.99

As the great-great-grandson of the world’s most famous expert in etiquette and a fifth-generation steward of “the family business,” Daniel Post Senning ’99 is a co-author of the 18th edition of Emily Post’s Etiquette. He and his cousins Anna and Lizzie Post are part of a new generation working to keep that classic work relevant in the 21st century.

PCM: Today the word ‘etiquette’ has an old-fashioned ring. Is that justified?

Daniel Post Senning: It’s certainly a perception that I’m used to. The Emily Post Institute is a five-generation family business. The original Emily Post was my great-great-grandmother, and she wrote the first edition of Etiquette in 1922.

If you were to pick up that book today, it would read like a historical document. It’s actually quite remarkable as that. There are people who love looking at etiquette books that have been produced throughout history. One of my favorites, Castiglione’s The Courtier, predated The Prince. Oftentimes, a good book of etiquette will tell you a lot about a culture or a time.

We are very fortunate to be part of a tradition that has continued to update that original book. It was incredibly popular in its time. They couldn’t print it fast enough. But as times changed, they found that it was absolutely necessary to revise it. It’s that process of revision that I think has really become the substance of what we do at The Emily Post Institute.

PCM: Define ‘etiquette’ for me.

DPS: We say that etiquette is a combination of manners and principles. For us, the manners are time-, location- and culture-specific. They’re the particular expectations we have of others and ourselves in a particular social situation. The principles are what we use to guide us as manners change and evolve, or to help us make choices when we’re in a new situation. For us at the Emily Post Institute, the fundamental principles for all good etiquette are consideration, respect and honesty.

Here’s an Emily Post quote for you, “Any time two people come together and their lives affect one another, you have etiquette.” Etiquette is not some rigid code of manners. It’s simply how persons’ lives touch one another. Any time you have people interacting, you’ve got social expectations.

PCM: So how do you become an expert on etiquette? Is it something you just absorb?

DPS: I never thought a liberal arts education would prepare me so well for the work that I do. Being someone who writes about etiquette, researches about etiquette, teaches about etiquette, I find myself drawing from so many disciplines and so many skill sets. When I’m teaching and I’m presenting, my background in dance and the performing arts comes out. When I’m doing research, my background in critical inquiry comes out. When I’m assessing a new study that we’re getting, and I’m looking at data that’s come in from our survey partners, my background in microbiology and having the ability to look at data sets come into play.

Let me tell you a personal story. I was living in Claremont, working with the Laurie Cameron Company out of the Pomona College Dance Department, when I first started working for Emily Post. At the time, I was answering questions via email. My cousins and I cut our teeth on those emails. We would get batches of questions. We’d go through the books. When there was a particular question that had a historical precedent—questions about how you use formal titles or orders of introduction or protocol and courtesy around weddings—oftentimes we would refer to the book and find an answer that was pretty concrete.

Other times, there are relationship situations that people are trying to resolve, and that framework of consideration, respect and honesty comes into play. You ask yourself: Is the advice that I’m giving considerate? Is it taking into account all the people who are involved? Is it respectful? Is it recognizing their worth and their value? Is it honest? Is it something I can do with a sense of integrity and sincerity? It’s really a pretty powerful framework to give advice from.

PCM: How much of etiquette is timeless and how much do you believe is bound to the times?

DPS: Our whole approach is that etiquette is a moving, living, breathing thing. It changes and evolves all the time. That’s why the book is currently in its 18th edition. It’s never been out of print, and we think that’s really important. That’s why it’s important to continue to update it, because it is a moving target. If it were to ossify, it would lose its meaning very quickly.

When you look at the 1922 edition of Etiquette and the 18th edition of Etiquette, there’s some material that looks remarkably similar. You can probably guess that the way my great-great-grandmother described using a knife and fork is very similar to the way I would describe that today. Manners around how we share food and how we eat change relatively slowly. Those are cultural expectations that are very firm. The ones that we see changing the most rapidly are manners around communication.

PCM: So, do you have etiquette suggestions for Twitter?

DPS: We absolutely do. The framework that we use is relationships. When you’re assessing behaviors around new communication technology, you use the relationship as your guide. My cousin Anna’s really good at this. When she’s presenting, she’ll take her phone, hold it up and say, “This is my phone. It’s the newest, the latest, the greatest. It’s amazing. I can do incredible things with it. It’s not rude. It’s not polite. It’s how I use it that matters.” If you think about the relationships that are being impacted and affected, it helps you make good choices in those environments.

PCM: Still, there’s a lot of rudeness out there in cyberspace. Do you think this is a particularly bad-mannered period in history?

DPS: Sometimes we hear from people, “Oh, there are no manners today; manners are in a state of decline.” One of the nice things about having a generational perspective on this work is that every generation perceives that to be true, witnesses the changes that occur over time and thinks that the state of manners are in decline.

Like so many things in life, I really think of it as a pendulum. I think that people challenge and push the boundaries, and then there’s a response. New structures come into being. I think the generation that had the most difficult time with this was my parents’ generation, and even my grandmother, who was writing in the late ’60s and early ’70s. You had a generation that was intentionally trying to deconstruct the social order at that time.

I don’t think that happens in the same way right now. Quite the contrary, I think we might be in a time where, because there is so much choice, because we do live in an increasingly casual and informal world, people are looking for information to help them make choices in that environment.

PCM: You said it’s mostly about relationships. But a lot of modern communication is more like broadcasting. Emily Post didn’t have to worry about the etiquette of announcing one’s foibles to seven billion people around the world.

DPS: Absolutely, but here, too, there are lessons to be learned from the past. When I teach conversation skills, I’ll teach three tiers to a conversation. Tier one is safe territory—sports, the weather, pop culture, local celebrities, what you had for breakfast that morning. Tier two is potentially controversial. People have different and valid opinions about these topics. They were not table talk. They were reserved for private conversation—religion, politics, dating, your love life. The third tier, the most intimate, is family and finance. You don’t ask probing questions or offer too much information unless someone has already opened the door to that in some way.

Those rules for conversation around a dinner table or in the workplace function very well for the online space, where you’re talking about a much bigger conversation, but one where a sense of discretion and propriety are really important.

One of the immediate associations people often have with etiquette is that it’s common sense or that it’s the Golden Rule. It’s treating other people the way you’d want to be treated. You hear that a lot. I like to emphasize the Platinum Rule these days, the evolution of the Golden Rule. In an increasingly diverse and complex world, it’s really important to treat other people the way they would want to be treated. It’s no longer enough to go around applying your own standard to everybody that you meet. You need to make an effort also to take into account the different standards that different people have. That’s a challenge for all of us to continue to push ourselves to be aware of not just our own perspective, but that of others as well.

PCM: So what’s the future of etiquette?

DPS: Sometimes people ask me, “What would success look like in this business?” and I say, “If I can be a steward for this tradition, if I can hand it off to the sixth generation, I’ll absolutely consider that a success.”

We’re approaching the hundredth anniversary of the original publishing of Etiquette. The 20th edition will be out in 2022. They stopped, as you know, publishing Encyclopedia Britannica a couple of years ago. Being in the publishing industry, particularly publishing reference books, is a really challenging thing.

One of the challenges for our generation has been figuring out how to not just continue to evolve our content, but also to continue to find new mediums for it. The vehicle that I most like to promote these days is a podcast that I’m doing with my cousin Lizzie called Awesome Etiquette. It’s produced by American Public Media, the folks that do Marketplace, and Prairie Home Companion, and Splendid Table. It’s a Q and A show, kind of a Car Talk of etiquette.

To me, Emily was also a radio star. She was a lifestyle personality who was recognizable across America. The return of Emily Post to radio, I think, is a really big deal for us.

PCM: But is the printed book still the core of the business, or is it becoming less important?

DPS: It’s the backbone of what we do. There have been other etiquette experts who have done amazing work. A contemporary of Emily’s, Amy Vanderbilt, produced an amazing book. Letitia Baldrige in the 1960s, the Kennedy White House social secretary—her book is also very good.

Emily Post’s Etiquette is unique in the fact that we are a reference book that has continued to change and evolve, and has been in print for over 90 years now. There is no replacing that. We sometimes call ourselves a social barometer. In figuring out which manners have lost their utility and have gone out of fashion and which are emerging and coming into being, the process of editing and rewriting that book every five to seven years is substantively the most important work that we do.

Who Decides Who’s a Terrorist?

Radicals, Revolutionaries, and Terrorists cover

Radicals, Revolutionaries, and Terrorists
By Colin J. Beck
Polity, 2015 / 208 pages / $22.95

Pomona College Professor of Sociology Colin Beck says the genesis of his recently released book, Radicals, Revolutionaries, and Terrorists, can be traced back to a student’s question during his course of the same name. “I’m just wondering why some groups get labeled as terrorists and others don’t?” asked Emily Miner ’12, an English major who was a sophomore at the time.

An excellent question, as there had been no large-scale case studies on how those designations were made, says Beck. So he, in collaboration with Miner over the course of two years, looked at organizations listed as terrorist groups by the U.S. and the European Union, and then compared it to a dataset on terrorist events that occurred.

Policymakers and those responsible for the designation of “terrorist,” seize on certain markers, Beck says. Beck and Miner couldn’t find clear geopolitical interests at play, but they did find that the labels weren’t given based on activity. Threat markers that landed groups on the terrorist list included whether they attack airplanes or U.S. and E.U. allies, and whether they are Islamic or not—just by virtue of ideology, not whether they had necessarily engaged in many or high-profile terrorist acts.

“What I concluded was that this is basically done in an ad hoc fashion. There’s not a shadowy cabal of government experts sitting around with lots of information,” says Beck, who calls that finding astounding.

“Looking through the terrorism lists, my sense was that most of the groups you’d want to designate are on there. But there’s also a number who really don’t make sense to receive sanctions when other similarly sized active organizations do not. Basically, it appears to be the irrationality of using markers—such as whether a group attacks airplanes or is an Islamist organization—that drives the results at the margins,” Beck says.

Beck believes this calls into question many of the justifications for the continuing “War on Terror.” This focus on a few markers that signal terrorism—especially the post-9/11 focus on Islamist organizations—suggests that governments are not well equipped to perceive and respond to emerging threats, he says. “The Islamic State was quite downplayed during its initial formation, as was Boko Haram, etc. Like in matters of grand military strategy, it seems that governments are always preparing to fight the last war rather than the next one,” says Beck.

Beck and Miner wrote a paper about their findings, which was published in the journal Social Forces. Miner, who is now an English teacher in Los Angeles, says of her work with Beck, “Researching together was an amazing opportunity; even though I felt vastly underqualified in comparison, Colin very deliberately involved me in every step of the process, and the study and paper felt completely collaborative. I learned a lot about the different pieces of sociological research, from data collection to analysis to publication,” she says.

So how do you know who’s a terrorist? Beck points to three aspects that are key to making the designation: First, whether or not the perpetrator is a legitimate wielder of violence—per international norms, governments are the only entities permitted to use violence, and so violent non-governmental actors are usually illegitimate, says Beck. Two, whether their violent action is routine or not routine; terrorism is non-routine violence, not actions during wartime. Finally, who is the intended target of the action? “If you just want to hurt the person, that’s murder, that’s not terrorism.”

In Beck’s “Radicals, Revolutionaries and Terrorists” course, students study groups and personalities from Che Guevara to Al Qaeda to Weather Underground. This semester, Beck will include ISIS and the Arab Spring in the curriculum. Beck says the class discussions and feedback from students gathered over the years were integral to the development of his book. “They were the first audience as well as the inspiration,” says Beck.

In his book—which critics have called “sweeping and powerful”—Beck examines eight questions about radicalism, including its origins, dynamics and outcomes. He points out that terrorism is not a new phenomenon. There was a wave of terrorist activity around the world starting in the late 19th century through World War I, when more heads of state were assassinated than at any other time in history, he says. Then as now, there were sharp increases in telecommunications technology and international trade, ups and downs in global economic cycles and demographic pressures, says Beck.

Beck says the impact of globalization is one factor that sets our current era apart from past ones. “Globalization gives movements a stage and a target. International connectivity makes it more likely that contention in one place will become contention in another,” he says.

ISIS is a fascinating case, says Beck, and its rise is no surprise, as it developed in ungoverned spaces left by the American invasion of Iraq and the Syrian civil war. They are here to stay for the near term, he says, but in the long term, “when radical groups tend to seize power, they tend to either do themselves in by becoming either more radical or moderate over time.”

Beck hesitates to make predictions, but he says the question is whether ISIS will change as other revolutionary movements have over time, like the Tamil Tigers or Hezbollah or Hamas. He says ISIS’s endgame is still unclear and he questions what their objectives are, despite their stated aims.

“What is important is to look behind their actions,” says Beck, “because the first wisdom of sociology is that things are not what they seem.”

Bookmarks

Working Through the Past Labor and Authoritarian Legacies in Comparative Perspective coverWorking Through the Past
Labor and Authoritarian Legacies in Comparative Perspective

Coedited by Teri L. Caraway ’89 with Maria Lorena Cook and Stephen Crowley, this collection of essays examines the clash of labor movements and authoritarian governments. ILR Press, 2015 / 296 pages / $27.95

 


Global Families A History of Asian International Adoption in America cover
Global Families
A History of Asian International Adoption in America

Catherine Ceniza Choy ’91 looks at the complex history and impact of Asian international adoption in the United States. NYU Press / 244 pages / $25.00

 


Straights Heterosexuality in Post-Closeted Culture cover


Straights
Heterosexuality in Post-Closeted Culture

James Joseph Dean ’97 explores how straight Americans make sense of their sexual and gendered selves in a time of dramatic change in societal attitudes. NYU Press, 2014 / 320 pages / $26.00

 


 Hitler’s Money Trail How He Aquired It, How He Squandered It cover
Hitler’s Money Trail
How He Aquired It, How He Squandered It

David Green ’58 fills a gap in 20th-century history by investigating the financing of Adolf Hitler’s dramatic makeover of the German economy and war machine.CreateSpace Independent Publishing Platform, 2015 / 294 pages / $16.95

 


Two Women Against the Wind A Tierre del Fuego Bicycling Adventure cover


Two Women Against the Wind
A Tierre del Fuego Bicycling Adventure

Réanne Hemingway-Douglass ’63 recounts her 300-mile bicycle journey across the southern tip of South America, one of the most remote and beautiful regions on the planet. Cave Art Press, 2015 / 130 pages / $12.95

 


PCMfall2015_Page_24_Image_0007


Faust, Parts I and II

This curatorial version of Johann Wolfgang von Goethe’s masterwork, intended to bring the tragedy back to the theatre, was translated into English by Douglas Langworthy ’80 and trims the 21-hour work to only six. Richer Resources Publications, 2015 / 247 pages / $18.95

 


Supporting the Dream High School-College Partnerships for College and Career Readiness cover
Supporting the Dream
High School-College Partnerships for College and Career Readiness

Charis McGaughy ’91 and Andrea Venezia ’91 offer educators a guide to cross-system partnerships to support college-bound students. Corwin, 2015 / 152 pages / $28.95

 



Frederick Law Olmstead
Plans and Views of Public ParksFrederick Law Olmstead Plans and Views of Public Parks cover

Coedited by Lauren Meier ’79 with Charles E. Beveridge and Irene Mills, this lavishly illustrated volume reveals Olmstead’s design concepts for more than 70 park projects. Johns Hopkins University Press, 2015 / 448 pages / $74.95

 


Driving Hungry A Memoir cover


Driving Hungry
A Memoir

The author of the cult blog “Taxi Gourmet,” Layne Mosler ’96 takes her readers on a delicious tour from the back seat of taxis in Buenos Aires, New York and Berlin. Pantheon, 2015 / 320 pages / $24.95

 



Southern California Mountain CountrySouthern California Mountain CountryPCMfall2015_Page_24_Image_0011 Places John Muir Walked and Places He Would Have Loved to Know cover
Places John Muir Walked and Places He Would Have Loved to Know

Photographer Glenn Pascall ’64 provides a delightful visual tour of the high country of Southern California, using the words of John Muir to tie the photography together. Sierra Club Angeles Chapter 2015 / 106 pages / $24.99

 



Interstellar CinderellaInterstellar Cinderella cover

This futuristic retelling of the classic tale, in a new picture book written by Deborah Underwood ’83 and illustrated by Meg Hunt, gives Cinderella a fairy godrobot and an unladylike knack for interstellar mechanics. Chronicle Books, 2015 / 40 pages / $16.99

 


On Betrayal cover
On Betrayal

In his second book and first novel, Reuben Vaisman-Tzachor ’88 offers an intricately woven tale of betrayal and redemption spanning generations, places, cultures and languages. CBH Books, 2015 / 266 pages / $24.99

 


 Impunity, Human Rights, and Democracy Chile and Argentina, 1990-2005 cover


Impunity, Human Rights, and Democracy
Chile and Argentina, 1990-2005

Thomas Wright ’63 traces a triumph for human rights—the erosion and collapse of the impunity of former repressors in Chile and Argentina. University of Texas Press, 2014 / 206 pages / $55.00

 


Ideas With Consequences The Federalist Society and the Conservative Counterrevolution cover
Ideas With Consequences
The Federalist Society and the Conservative Counterrevolution

Assistant Professor of Politics Amanda Hollis-Brusky shows how a network of lawyers, judges, scholars and activists worked successfully to push American constitutional law to the right. Oxford University Press, 2015 / 264 pages / $29.95

 


From Trafficking to Terror Constructing a Global Social Problem cover
From Trafficking to Terror
Constructing a Global Social Problem

Associate Professor of Anthropology Pardis Mahdavi challenges the anti-Muslim panic surrounding two socially constructed conflicts, the “war on terrorism” and the “war on trafficking.” Routledge, 2013 / 106 pages / $18.42

What Is the Hive? (And Why Is Everyone Buzzing About It?)

bee hive
Students discuss at a desk at the Hive

Photo by Mark Wood

What is creativity? How does it happen? Is it inborn or can it be taught? How does such an intangible ability—or should I say capacity, quality, or maybe mindset?—fit into the structure of a liberal arts education? The faculty, staff, students and advisors who organized the launch of the new five-college Rick and Susan Sontag Center for Collaborative Creativity this fall don’t pretend to have all the answers, but they do share a strong belief that collaborative and creative thinking across disciplines will be essential to solving the problems of the 21st century.

“There’s already plenty of opportunity for creativity within your discipline,” says Associate Professor of Physics Dwight Whitaker, who, along with Harvey Mudd College Professor of Engineering Patrick Little, is serving as co-director of the Sontag Center until a national search for a permanent director is completed. “If a student is truly passionate about physics, they can get an awesome experience working in our research labs, doing creative, cutting-edge stuff that no one else has done before. They can really develop their creative chops as a physicist. We’re already doing that, and I’m confident every department does that very well.”

What’s missing, he believes, is the opportunity to develop those “creative chops” in collaborative settings that bring together experts from different fields to tackle problems that resist disciplinary definition.

“The really messy, important problems that we face are ones that don’t fit into a discipline,” Whitaker says. “I think if you look at the environment, the really messy problems like end-of-life issues, creating an inclusive space for all Pomona students on a local level, these are not going to have a solution that lies within any department. I think the way that these problems are going to be solved is going to be people with vast expertise truly collaborating, getting in the intellectual muck together and doing the messy business of working out mindsets. Being generative and appreciating that their mindset approaches the problem differently than your mindset. That’s a really hard skill to develop.”

So how do you go about developing the creative skills involved in cross-disciplinary collaborations in an academic setting dominated by its distinct disciplines? That was the problem Rick and Susan Sontag—1964 graduates of Harvey Mudd College and Pomona College, respectively—sought to address with their $25 million gift to create the new center that bears their names.

But that remarkable gift was just the start. To help get this innovative new program off the ground, the colleges turned to design experts Tom Maiorana and Vida Mia Garcia of Red Cover Studios, who devoted a big portion of the last year to helping the center’s planners develop a conceptual framework and bring those concepts to life in the form of actual programming.

The result is a work in progress, but a very busy work in progress. Already nicknamed “The Hive” for the buzz of creative thought and collaborative activity it is designed to foster, the new center occupies renovated spaces inside what was once Pomona’s Seeley G. Mudd Science Library, with Pomona serving as lead campus. A chalkboard sign out front invites passersby inside to see what it’s all about. A new website (creativity.claremont.edu) invites students to: “Take chances. Mix things up. Make mistakes. Learn from them.”

That theme of risk-taking is central to the Hive’s purpose. Garcia says students have heard all the familiar clichés about the importance of exploring fearlessly and learning from failure, but the stakes for students at a place like Pomona are just too high to risk failure in anything that counts. The Hive, she says, offers a place where students can take risks in “a low-stakes way” and develop the kind of intellectual resilience that allows them to see that failure is just part of the learning process.

“Intellectually, they understand that, yeah, sure, you need to fail to learn, but where are they going to do that?” says Garcia. “There are precious few venues for that in life, but especially here at the 5Cs, because everybody is so overachieving and everybody sees that in everybody else. So how do we give them that safe space? We heard that over and again in the student interviews, in the ethnography at the outset, and we wanted to bake that into the ethos of this place.”

Those interviews with students and faculty also brought to light another significant concern: time. “They want chances to explore and fail,” Whitaker says. “They want chances to be experiential rather than just critical and writing papers. But then we also definitely heard from both groups, the students and the faculty alike, that, “Yes, we want to do all that. But we have no time.”

With that in mind, the Sontag Center’s programming has been designed to offer a range of activities, with a sliding scale of time and commitment required—from mini-workshops to pop-up courses, guided explorations and full-credit courses.

“I think there are some people who will make the time, and there are some people who will want to just dip their toes in the water,” Whitaker says. “That’s what the workshops are really good for. I think the hope for those is that it sparks something. If it sparks something, then you will carve out the time and you will make the commitment. But I think unless you get in the door, u unless you start to get exposure to these ideas and these mindsets, you’re never going to carve the time out.”

This year’s mini-workshops have ranged in topic from an introduction to improv theatre to empathetic listening to shoemaking. In the latter, students use plastic wrap, a hair dryer and tape to create a prototype of a shoe. Of course, the final products of that workshop will never make it to the shelves of your local shoestore. In fact, you’d barely recognize most of them as shoes. But that’s not the point.

“There are few disciplines where you are expected, if not required, to be a maker, right?” explains Maiorana. “You’ve got engineering, possibly physics, studio art. So those students are going to have some level of comfort and facility with making. But the vast majority actually might not, or might not do it on a regular basis.”

The point, he says, is to demystify the creative process, which is loaded down with preconceptions and misconceptions, and to give people a taste of what it feels like actually to make something. “It’s really rudimentary, but it doesn’t feel rudimentary,” he adds. “Creating physical objects is a way to have a very visceral experience of the lessons we’re trying to impart.”

However, that example also illustrates one of Whitaker’s concerns, not about the center itself, but about how it might be perceived.

“Prototyping is one of the great tools of designers,” he says. “That’s just one of the great tools of creativity, having an object that you can play with. But the kind of low-resolution prototyping we use is pipe cleaners and construction paper, so definitely there’s a danger that it can look like preschool. People walk in and say, ‘This is an academic center? You’re doing design-thinking? You’re just playing with toys.”

But in truth, the playfulness inherent in the program is an essential part of the design. “One of the challenges we have is that the approaches to creating a new mindset, a creative mindset, tend to involve ignoring the rigor to some degree,” Whitaker says. “Because in that early stage, it’s not about the details yet. It’s about forming the question. So you need to create a generative space where everyone feels valued and all ideas are good before you start critiquing them.”

Rigor comes later in the creative process, and there’s plenty of it to go around at the upper end of that sliding scale of activities, which includes project-based learning. That’s where teams of students and faculty take on daunting problems in the real world, a prospect that Co-Director Patrick Little of Harvey Mudd College finds particularly exciting, both for the experience the students will receive and for the potential to make a real difference in the world.

“One of the open-ended problems we’re just in the process of getting started looking at is reimagining certain parts of the health care experience for patients with cancer,” he says. “And if you think about that, if you put that in any kind of a disciplinary framework, what ends up happening is that you necessarily limit the ways you can imagine that. So if it’s an engineering program, it wouldn’t make sense to talk about this in non-technical solutions, because you’d be moving away from the very thing you’re good at. Or if you were to think of it in the context of a computer science program, you would normally be thinking: ‘How can we provide software or applications?’ The beauty and, I think, the power of the Sontag Center is that it can start by dealing with the question of ‘What are the needs?’ rather than ‘What are our capabilities?’”

It might be surprising to think of college students helping to solve some of the world’s big, messy problems even before they earn their diplomas, but Little thinks they may be particularly well suited to this sort of cross-disciplinary, out-of-the-box thinking. “They haven’t yet been told these problems are beyond them,” he says. “They haven’t yet been told they have to stay in their silo. And as a result—whether you’re talking about something that’s really playful like making shoes or whether you’re talking about something practical, like the work that’s being done right now to reimagine the design of the GIS facility over at the library or whether you ask them about one of these large global problems—they just bring incredible energy.”

As its reputation spreads, the center has also begun to attract groups from across the 5Cs that want to make use of its creative resources and ethos. For instance, Pomona’s Quest Scholars recently met there for a brainstorming session. “We came to the Hive to brainstorm in groups and kind of figure out what we want out of our Resource Center,” says Ashley Land ’16. She goes on to add: “The space is just so great for being creative and being able to take an idea and make something bigger out of it, or take no idea and make an idea.”

Indeed, the ultimate success of the Sontag Center may be the influence it has on the rest of the five campuses. Gail Gallaher ’17 hopes that students will carry a little of the ethos of the Hive back into the rest of their college experience. “You’re always thinking about how you can grow and how you can learn, even from mistakes and failures. You’re not afraid of challenges because you know you’re going to learn from them. I think the whole 5Cs could benefit from that spirit.”